THE EFFECTS OF EXTENDED REALITY TECHNOLOGIES IN STEM EDUCATION ON STUDENTS’ LEARNING RESPONSE AND PERFORMANCE

Yu-Chen Chiang; Shao-Chieh Liu

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THE EFFECTS OF EXTENDED REALITY TECHNOLOGIES IN STEM EDUCATION ON STUDENTS’ LEARNING RESPONSE AND PERFORMANCE

Title	THE EFFECTS OF EXTENDED REALITY TECHNOLOGIES IN STEM EDUCATION ON STUDENTS’ LEARNING RESPONSE AND PERFORMANCE
Publication Type	Journal Article
Year of Publication	2023
Authors	Chiang, Y-C, Liu, S-C
Journal	Journal of Baltic Science Education
Volume	22
Issue	4
Start Page	568-578
Pagination	Continuous
Date Published	August/2023
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	experimental research, extended reality, learning performance, learning response, STEM education
Abstract	STEM education is a crucial learning area to understand important concepts and gain 21st-century skills in different disciplines, explore scientific knowledge, and solve problems in daily life. However, research in STEM education is scarce on extended reality technologies. This research examined the effects of extended reality integrated STEM on students’ learning response and performance. A quasi-experimental research design was used to find answers to the research questions. The same lecture taught the experimental and control groups but preceded STEM experimental activities at a different time and with distinct instructional strategies and teaching aids. The participants were students in two classes at a university in Taiwan. The research results showed that students in the experimental group applying extended reality-integrated STEM had better learning responses than students in the control group using teaching materials. The results also showed that students in the experimental group learning with an extended reality system could apply the STEM curriculum knowledge acquired in classes and reflect the learning outcomes on the test assessment for better learning performance than students in the control group. In addition, the results revealed that good learning responses could enhance students’ higher learning performance. In light of the results, educational implications are made.
URL	https://oaji.net/articles/2023/987-1693507482.pdf
DOI	10.33225/jbse/23.22.568
Refereed Designation	Refereed
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